EdD, Leadership for Change Program Booklet

DOCTOR OF EDUCATION LEADERSHIP FOR CHANGE

FIELDING GRADUATE UNIVERSITY 45 YEARS OF EDUCATING SCHOLARS, LEADERS, AND PRACTITIONERS.

Timothy Benally, EdD, Alumnus; Sycora Wilson-James, EdD, Alumna

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EDD TO IN LEADERSHIP FOR CHANGE YOUR PATH SUCCESS YOUR PATH TO SUCCESS 8.

MAKE A DIFFERENCE

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REQUEST INFORMATION

Fielding graduates are leaders in their professional and personal lives as consultants, professors, community activists, authors, nonprofit executives, administrators, and coaches.

Find out more about our programs. Our team of advisors is ready to help. Call 800.340.1099 Ext. 4026

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GRADUATE Your graduate experience will culminate with a graduation ceremony shared with family, friends, and colleagues.

ATTEND AN INFORMATION SESSION We offer on-demand and in-person information session options for your convenience.

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FOLLOW YOUR LEARNING PLAN

FIELDING GRADUATE UNIVERSITY

A personal map through the learning process that includes a preliminary outline of the research project that will ultimately become your dissertation.

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PREPARE & ATTEND NEW STUDENT ORIENTATION Assess your academic readiness; evaluate your research, personal skills, and learning resources; set your academic and professional goals; and develop your support group of faculty and peers.

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COMPLETE ENROLLMENT PROCESS Receive your acceptance letter and enrollment documents approximately one month before the term start date. Your tuition payment instructions will be included.

René Lebsock, EdD Alumna

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APPLY TO FIELDING Go to fielding.edu/apply and follow the step-by-step instructions.

MEET YOUR FACULTY Barbara Mink, EdD Program Director

§§Adult Learning Design §§Team Development and Effectiveness §§Organizational & Leadership

Our faculty members have diverse interests and backgrounds and are available to collaborate with students in courses and on dissertations that advance work important to the individual student.

Effectiveness

CORE FACULTY

Jenny Edwards, PhD

Nicola Smith, MBA, JD

§§Teacher Efficacy §§Cognitive Coaching §§Invitational Education

§§Leadership and Change §§Alternative Dispute Resolution §§Ethics and Professional Responsibility

Lenneal Henderson Jr., PhD

Szabi Ishtai-Zee, PhD

§§Global Issues §§Energy Policy & Social Ecology §§Urban Analysis Four Arrows aka Don Trent Jacobs, EdD

§§Indigenous Knowledge Application §§Critical and Holistic Education §§Project- based and Action Research Kitty Kelly Epstein, PhD

§§International Comparative Education §§ Diversifying K-12 & Higher Ed. Faculty §§Social Justice Movements

§§Human Services Delivery §§Systems Thinking §§Spirituality, Equity & Diversity ADJUNCT FACULTY

Anna DiStefano, EdD

§§ Accreditation §§ Gender Empowerment §§ Qualitative & Action Research Henry Fowler, PhD

§§ Indigenous Studies

Teresa Márquez-López, EdD

§§Dual Language Education §§Administrator Leadership in Schools §§Parent/Teacher/Community Collaboration

Miranda Haskie, PhD

§§Indigenous Studies

Rena Palloff, PhD

§§Action Oriented Research §§Online Teaching and Learning Faculty Development

Leila Sullivan González, EdD

§§Community College Leadership

Mark Scanlon-Greene, PhD

§§ Systems approaches to problem solving §§ Adult learning §§Structured Inequality

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THE EDD IN LEADERSHIP FOR CHANGE INSPIRED LEADERS

Creating a positive impact is what Fielding Graduate University’s School of Leadership Studies (SLS) is all about. Our Programs are designed for the professional who encounters the challenges in today’s education systems and workplaces and is inspired to address them.

INTELLECTUAL POWER

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Having a local cohort of fellow students to support me through a doctoral program was the determining factor in selecting Fielding.

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— Jean Gradias, EdD Alumna

Students in the Doctor of Education (EdD) Program transform their personal and professional lives through: intellectually rigorous academics; work with supportive, mentoring faculty; and participating in a learning environment that integrates with their life experiences. Energized by the freedom and encouragement to explore interests they care deeply about, our students move beyond knowledge consumption to become knowledge and effective practice producers.

POSITIVE SOLUTIONS

The EdD Program focuses on leadership for positive change in K-12 schools, community colleges, universities, communities, and organizations. Teachers, administrators, leaders, innovators, activists, and advocates develop new skills and profound insights from doctoral-level study. They learn to embrace challenges and create impactful solutions. They become even more effective change agents.

LIFELONG LEARNERS

Our students and graduates are lifelong learners who participate in action research, pushing the boundaries in their workplaces, schools, and communities. Faculty and students alike are scholar-practitioners, striving to transform systems to be more just, equitable, and sustainable.

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OUR LEARNING MODEL We offer both in-person and online student and technology services that allow students to fully delve into their research and knowledge interests. Every environment is designed with your success in mind.

MENTORING AND ADVISING

As innovators in adult education, we take concepts of developmental learning and apply them in our mentoring and advising relationships with students.

We forge new ways to help students connect with what they already know, what they need to know, and how to get there.

STUDENT SERVICES

From our online library to our student advising, tuition, financial aid, registrar and help-desk support areas, Fielding staff strive to make our support services to students useful and timely. Accommodations for students with disabilities and study aids for all students are available.

ACADEMIC SESSIONS

A mainstay of our learning ideology from the founding of Fielding, has been in-person sessions for students and faculty held throughout the US and globally. These are an important way we connect and re-connect within and across our disciplines.

Marnisha Henry, EdD Alumna

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PROGRAM INFORMATION

BECOME a CATALYST for POSITIVE CHANGE. Become a catalyst for positive change in your school, organization, or community. Fielding’s Doctor of Education (EdD) degree is designed for professionals who are inspired to tackle the challenges in today’s educational and human services systems, organizations and communities.

Our unique learning model blends online and in-person learning designed for working professionals to pursue a degree in ways that best fit with career and family responsibilities. A multi-day orientation is the only residency requirement of the program.

At Fielding I have expanded my ability to see the big picture and integrate my leadership vision with practical applications to facilitate student success.

Carol Preston Brown EdD, Alumna

Through action-oriented research, students systematically analyze, evaluate, and improve educational processes and practices. Students in the EdD program are empowered and equipped to lead positive, systemic change in their communities.

PROGRAM BENEFITS §§ Intellectual Power. Our EdD degree offers supportive, mentoring faculty who help students integrate their life experiences with rigorous academics. §§ Individualized, Participatory Learning. Our faculty are accomplished and collaborative, and continuously and actively engage with each student and his or her unique learning plan. §§ Collaborative, Transcultural Community. A blended learning model–including synchronous face-to-face and flexible, online learning opportunities–allows students to engage in a global, interactive network.

Accredited since 1982

§§ Inspired Activists. Teachers, administrators, leaders, innovators, activists, and advocates develop new skills and profound insights from doctorallevel study. §§ Meaningful Impact. Customize your studies to focus on your interests.

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PROGRAM INFORMATION SAMPLE CURRICULUM SEQUENCE BENEFITS OF FIELDING GRADUATE Fielding’s Common Doctoral Framework gives you the opportunity to create a UNIVERSITY learning plan to complete a degree in 3 years. §§ WASC accredited §§ Accomplished and collaborative faculty §§ Integrated work and graduate study

PROGRAM DELIVERY

§§ Synchronous and asynchronous online courses §§ In-person orientation §§ Optional regional and national sessions

TUITION & FEES

YEAR

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Foundations in Doctoral Studies

TERM 1

Intro to Leadership for Change

TERM 2

RR Online Application Form RR Bachelor’s or Master’s Degree RR Minimum GPA of 3.0 RR Official Transcript RR Résumé RR Statement of Purpose RR Reflective Essay

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Theories of Change Leadership for Change Praxis Area of Research Specialization

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Concentration or general elective Dissertation Research

Overview of Action Research Methods

Concentration or general elective

Leadership for Change Praxis

Writing Workshop Research Practice

Concentration or general elective Dissertation Research

Concept Paper Development

APPLY ONLINE APPLICATION REQUIREMENTS:

YEAR

Oral and Digital Communication

Visit catalog.Fielding.edu for details.

Fielding.edu/Apply

Critical Reading and Writing

YEAR

Systems Thinking

TERM 3

Structural Inequality and Diversity Leadership for Change Praxis

Concentration or general elective Leadership for Change Praxis

Dissertation Research

Dissertation Research

Students can also individualize their doctoral program and expand their professional expertise by selecting one of our optional doctoral concentrations.

Learn more at Fielding.edu/DoctoralConcentrations

WE’RE HERE TO HELP. WAYS TO FIND OUT MORE.

Office of Admissions EdD in Leadership for Change P: (800) 340-1099 Ext. 4026 H: 8:00 a.m. - 5:00 p.m. PT, M-F F: (805) 898-4047 E: EDDadmission@Fielding.edu

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CUSTOMIZE YOUR DEGREE

You can individualize your doctoral program and expand your professional expertise by selecting one of our optional doctoral concentrations: COMMUNITY COLLEGE LEADERSHIP FOR CHANGE Addresses the most current issues in community colleges and builds your knowledge and skills as a scholarpractitioner. It allows you to position yourself as a community college leader based on the American Association of Community Colleges (AACC) leadership competencies.

CREATIVE LONGEVITY AND WISDOM Provides a focus on aging populations locally, nationally, regionally, and globally. Promote barrier-free, sustainable, and nurturing environments and foster active and wise aging populations that will promote greater social and ecological justice for diverse populations worldwide.

DUAL LANGUAGE Prepares educators to design an instructional program that supports bi-literacy development for language-majority and language-minority students. The focus is to bridge the achievement/opportunity gap for diverse under-served populations while addressing the goals of bilingualism and the development of multicultural competencies.

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CUSTOMIZE YOUR DEGREE EVIDENCE BASED COACHING Offers an interdisciplinary approach to integrating research-based coaching theory with professional practice in organizational and individual coaching. Participants will study the core theories that underpin principle practices of individual and organizational coaching and undertake individual research to integrate theory with practice in individual and organizational settings.

INCLUSIVE LEADERSHIP FOR SOCIAL JUSTICE Explores the relationship between transformative learning and social change for social justice. Become an effective and creative leader-participant in local and global efforts at creating a just, secure, and environmentally sustainable world.

LEADERSHIP OF HIGHER EDUCATION SYSTEMS Focuses your doctoral study on the knowledge and skills you need to become a leader and change agent in higher education institutions, such as 4-year colleges, universities, and graduate schools.

MEDIA, TECHNOLOGY, AND INNOVATION Focuses on the ways in which media, information, and knowledge are transforming our societies, cultures, organizations, and our own selves. Learn to live in an online world through virtual teams and explore topics such as social justice and ethics.

ORGANIZATIONAL DEVELOPMENT Focuses on theoretical knowledge and practical skills that will allow you to lead change in the workplace. Learn how to engage in online environments and collaborate with other management and consulting leaders.

REFLECTIVE PRACTICE/SUPERVISION Is designed to teach you the theory of reflective practice/supervision and how to apply it to your professional work experiences in clinical, educational, administrative, or organizational systems.

SOMATICS, PHENOMENOLOGY AND COMMUNICATIVE LEADERSHIP Combines and integrates scholarly theory and mastery of embodied mindful awareness with substantial grounding in transformative phenomenology along with the interpretive and practical dynamics of social constructionism.

SUSTAINABIILITY LEADERSHIP Produces leaders in businesses, nonprofits, governments, and educational institutions. This concentration includes study of the history and practice of sustainability efforts, organization development for sustainability, and strategy development for sustainability.

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FREQUENTLY ASKED QUESTIONS Q: What is the difference between an EdD and a PhD? A: The EdD program is the only professional doctorate offered at Fielding Graduate University.

Q: Will I have the opportunity to practice leadership for change?

This degree is also useful for those persons in the business world who are responsible for improving organizations through teaching and learning. In the EdD program, theory is used primarily to inform and improve practice. In a PhD program, the emphasis is on generating new theory.

A: Yes, as part of your required Leadership for Change Praxis (12 credits), students have the opportunity to find internships or work in their community or other communities of practice. Student work is guided by a customized Learning Plan and a Personal Praxis Plan. You are encouraged and supported in thinking about and working on your dissertation right away.

Faculty mentors are committed to working with you until you complete the degree. EdD students may also structure their elective choices to fulfill an optional EdD concentration.

Q: What are the residency requirements?

Q: How can I limit my tuition costs?

A: The only residency requirement is the New Student Orientation (NSO) which lasts approximately 4 days.

The January and May NSOs take place in Santa Barbara, CA. The September NSO takes place in the Washington D.C. area.

A: Tuition is charged by the term and not by the credit hour, so students can take advantage of those times in the year when they are more available to complete coursework. EdD doctoral students who are nearing the completion of their programs are eligible for advancement to candidacy status, which grants a 30% reduction in tuition. And all students are eligible for up to 12 months of leave over the course of their enrollment (although such leave may extend time to degree). Visit Tuition at www.Fielding.edu/tuition & Financial Aid at www.Fielding.edu/finaid for more financial planning tips.

The program prepares scholar-practitioners for leadership roles in education, government, nonprofits, and communities.

Q: Is the EdD program accredited?

A: Fielding Graduate University is accredited by the Western Association of Schools and Colleges (WASC), and has been since 1982.

Q: What is the age range of students in this

program?

A: The average age is 50 years old. We have students in their late 20’s and also in their 80’s.

Q: How many hours per week does one spend on their coursework on average per class?

A: Students who enroll in 10 credits a term spend an average of 32 hours a week on their studies depending on the nature of the specific coursework.

Q: How many years does it take to graduate from

the university with the degree?

A: Fielding’s Common Doctoral Framework enables you to create a pathway to degree completion in 3 years.

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Q: Who are the faculty members for the EdD in Leadership for Change program?

A: All faculty in the program hold advanced degrees.

They are each committed to applying their expertise and experience to the achievement of student goals.

Visit Fielding.edu/EdDFaculty to learn more about our dedicated and professional faculty.

Q: How am I assigned a faculty mentor?

A: You can choose your own faculty mentor from a list of available faculty. You may want to choose a mentor who lives close to you and or whose interest and experience fits your own. You can also change mentors as you go through the program if you determine someone else is a better fit for your needs at that point.

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FREQUENTLY ASKED QUESTIONS Q: Are graduate students required to closely

Q: How are the curricula presented online (video

match his or her research interests with those of the professor or is the range of research interests of graduate students wide in scope?

presentations, discussion forums)? Are there a lot of group projects or are there more individual projects than group projects?

A: Students determine their dissertation topics based on their own personal passions. Our faculty is committed to helping students reach their individual dissertation goals.

A: Coursework is completed through online, virtual, and/or in-person activities depending on the course.

Most online work is asynchronous and involves one or more of the following: writing papers, discussion posts, responding to other students papers or posts, doing an online presentation, or discussion via Zoom synchronous meetings. In some classes, students work in small groups. The course syllabus, available before registration, outlines course delivery methods and expectations.

Q: What are the concentrations available and what

classes can I take?

A: There is a wide variety of pre-approved concentrations available to choose from. The concentrations and courses available are taken as part of your elective options. You can begin working on your dissertation from day one if you already have a strong sense of the dissertation research and or concentration you want to choose, by focusing your praxis and research during core courses.

Q: Does adding a concentration extend the number of years to completion?

A: While it does not need to extend time in the program, it may do so for some students who need to complete courses beyond the required number of electives.

Q: What is the minimum course load I can take per

semester?

A: The minimum credits required for a term is 4.

However, to meet timely progress requirements students must complete 18 credits or more over the three term year. Typically, an average of 10 credits is recommended per term. Visit our course catalog for more information at www.fielding.edu/catalog

Q: What kind of job opportunities are there for graduates with an EdD in Leadership for Change?

A: The EdD prepares you for a variety of careers.

Some students stay in their current work settings and change their roles; others may move to administration, student affairs, assessment of student learning, and or develop independent practices.

Q: What is the Carnegie Project on the Education

Doctorate?

A: Fielding is a member of the Carnegie Project on the Education Doctorate (CPED), a Consortium of over 80 doctoral programs in education committed to critically examining the doctorate through dialog, experimentation, critical feedback, and evaluation.

Through its distinctive action-research, project-based learning, and appreciative inquiry approach, Fielding’s EdD program is positioned to make foundational contributions to solving the challenges confronting education

Q: Are there any supplemental services available to students?

A: Yes, there are several supplemental services Fielding’s Graduate students can utilize: Disability Services, Student Accounts, Library Services, Office of the Registrar, Student Advising, Financial Aid, Scholarships, and Information Technology Services.

Q: Are Fielding Graduate Dissertations available

to view online?

A: Yes, most Fielding students published their dissertations ‘Open Access’ making them freely available to researchers on the web.

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YOUR JOURNEY

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YOUR COURSEWORK NEW STUDENT ORIENTATION (4 CREDITS) Provides a face-to-face setting to introduce you to the program, faculty, and your classmates: ELC-699 Foundations of Doctoral Study 4 semester credits New student orientation to the ELC doctoral program is an in-person session between in-coming classes and doctoral program faculty. At the orientation, the faculty works with you to: assess your academic readiness; evaluate your research, personal skills and learning resources; facilitate your understanding of Fielding’s learning model and delivery method, set your academic and professional goals; and develop your support group of faculty and peers.

At orientation, students choose a faculty mentor and begin work on their learning plan - a personal map through the learning process. The learning plan takes into account each student’s previous academic accomplishments as well as personal, professional, and academic goals. It includes a preliminary outline for the action- oriented research project that will ultimately become a dissertation. The learning plan should be submitted for approval within 30 days after the conclusion of the in-person orientation. However, the learning plan is a living document that students and their faculty mentors review on a regular basis.

Delivery Method: In person/Blended

EFFECTIVE COMMUNICATIONS COURSES (12 CREDITS) Offer a meaningful alternative to traditional comprehensives: ELC-721 Critical Reading and Writing 4 semester credits

Some of the new competencies include learning to write critical reviews, literature reviews, and argumentative essays. Maintaining and developing your voice as a scholar-practitioner who can effectively communicate with various audiences is a foundational goal for this course.

Delivery Method: Online ELC-722 Oral and Digital Communications 4 semester credits Oral And Digital Communication is the second of the three courses in the Effective Communications Learning Area. The overall goal for this course is to use your existing communication skills to help you make effective presentations. We will do this by helping you identify your strengths as a communicator and by helping you identify your learning style(s).

These two activities will be a basis to select authoring software to make effective presentations. Our focus on presentations is intended to move you more fully into the realm of being an authentic information and knowledge producer as opposed to being only or primarily an information consumer.

Delivery Method: Online ELC-723 Writing Workshop 4 semester credits The Writing Workshop is the third of the three courses in the Effective Communication area. Through your work in Critical Reading and Writing and in Oral and Digital, you have had an opportunity to identify and build on your strengths as an effective communicator.

The Writing Workshop provides you an opportunity to focus those strengths to develop an effective dissertation proposal. The Writing Workshop does not take the place of your dissertation committee.

Delivery Method: Online

Critical Reading and Writing is the first of three courses in the Effective Communications area.

This course builds on your powers of observation, discernment, and intuition as existing competencies that can be used to help build bridges to new competencies necessary to your Fielding journey.

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YOUR COURSEWORK APPROACHES TO INQUIRY COURSES (16 CREDITS) Provide a solid foundation for your dissertation research, including action research methods: ELC-724 Systems Thinking 4 semester credits The Systems Thinking course is one of the four required courses in the Approaches to Inquiry Learning Area. Systems Thinking is the process of understanding how things influence each other within a whole. This definition allows us to see System Thinking as both a common-sense proposition that we all employ in our day-to-day lives, and it also suggests how Systems Thinking can help us understand and change complicated systems such as classrooms, schools, business, community, and political organizations. This course explores key Systems Thinking principles, approaches, and theorists. You will also be introduced to examples of how Systems Thinking has been applied by some organizations and individuals to make change.

and unplanned activity. With this framework in mind, our focus will be to explore how change unfolds in a variety of institutional expressions like education, the media, community, and political organizations, as well as other behavior shaping institutions. Still within this framework, an organizing focus of our work together will be to explore the role of leadership in creating effective change.

Delivery Method: Online ELC-727 Overview of Action Research Methods 4 semester credits Overview of Action Research Methods is one of the four courses in the Approaches to Inquiry Learning Area. This course is an introduction to the assumptions of qualitative, quantitative, and other research methods that are intended to support effective change. The overriding purpose of this course is to help you see relationships between the kind of research and/or change question you pose and the kind of method(s) you choose to answer that question and / or to arrive at a formula for change.

Delivery Method: Online

Delivery Method: Online

ELC-725 Structural Inequality and Diversity 4 semester credits

LEADERSHIP FOR CHANGE PRAXIS (12 CREDITS)

Structural Inequality and Diversity (SID) is one of the four courses in the Approaches to Inquiry Learning Area. This course introduces you to various schools of thought on issues concerning race, ethnicity, gender, sexual orientation, physical ability, language, class, and other forms of difference that have been reified as structures of inequality. The focus of this course is on how systems of oppression have been created, how they work to be self-perpetuating, and how some members of historically marginalized groups have proposed ending structural inequalities.

Gives you the opportunity to practice leadership for change. You identify work in your own community or other communities of practice:

Delivery Method: Online ELC-726 Change Theories 4 semester credits Theories of Change is one of the four courses in the Approaches to Inquiry Learning Area. This course introduces you to ways to understand “change� as a dynamic process that results from both planned

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ELC-728 Introduction to Leadership for Change 2 semester credits In this seminar, you will review the intended outcomes for the Leadership for Change portion of the doctoral curriculum. You will be introduced to available communities of practice, and you will have the opportunity to investigate and propose additional communities that match your interests and goals. You will read some foundational texts, self-assess your level of skill in key areas, and develop a plan of action for moving forward to critique with your Mentor. This introductory seminar is a prerequisite for any further work in the Leadership for Change Praxis courses.

Delivery Method: Online

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YOUR COURSEWORK ELC-729 Leadership for Change Praxis 1-10 semester credits (10 credits)

ELC-785 Research Practice 4 semester credits

This part of the curriculum affords you the opportunity to extend and deepen involvement in one or more change efforts as well as reflecting upon your experiences more deeply so as to increase your effectiveness. You may do work which involves faceto-face work in a setting or in virtual communities.

You may involve yourself in existing and ongoing projects or organize something new. You may wish to coordinate work for this course with elective or required courses or to align it with your dissertation plans. The projects in which you get involved are opportunities for you: to develop new skills, to deepen current skills, to test out theories which you are exploring, to develop new theories out of the experiences you are having, to collaborate with others within and outside of ELC and Fielding, and to make a difference in the environments that matter to you about the issues that concern you most. Provided that you have completed the Introductory Seminar, you may complete this work at any point in your program.

This is a repeatable course.

This course is designed to offer students the opportunity to experiment with a particular research method, data collection tool, and/or forms of data analysis. Students will practice skills they propose using in the dissertation research process.

Delivery Method: Online

ELECTIVES (16 CREDITS): Choose any additional 16 credits from any electives in the School of Leadership Studies.

Pre-requisites: ELC-728 Delivery Method: Online

RESEARCH METHODOLOGIES (8 CREDITS) Provides the opportunity to engage in research methods as preparation for the dissertation: ELC-731 Area of Research Specialization 4 semester credits Students designate a specific research practice (culture and methodology) as a topic they wish to study. A faculty member with expertise in the chosen methodology works with the student to design a full course of study including overview, depth and applied sections guiding the student to explore and practice the research methodology chosen.

Delivery Method: Online

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The Fielding Advantage Fielding is internationally known for high-quality graduate education delivered with flexibility and respect for the needs of our learners. Where we shine in this mission is our ability to build a strong scholarly community — intellectually engaged and designed to help you put your scholarship skills into practice.

Katrina Rogers, PhD President, Fielding Graduate University

Learn about earning your degree while working in your field at: Fielding.edu/EdD

FIELDING GRADUATE UNIVERSITY Office of AdmIssions EdD in Leadership for Change P: (800) 340-1099 H: 8:00 a.m. - 5:00 p.m. PT, M-F F: (805) 898-4047 E: admission@Fielding.edu

THE WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (WASC)

ACCREDITED SINCE 1982